Art Educators Research Articles

Reconsidering Gender Roles Through Art Activities at Home

전 세계적으로 코로나19 팬데믹은 많은 가족의 삶의 변화를 야기하였다. 전염병의 대유행과 관련된 혼란은 특히 어린 자녀를 둔 어머니들에게 추가적인 가사 및 양육의 부담을 가중하며 부정적인 영향을 미쳤다. 팬데믹은 한국에 사는 초기 연구원 이자 두 어린 자녀의 엄마인 연구자의 삶에도 변화를 가져왔다. 코로나19로 인한 자가 격리 기간 연구자는 본인의 교차 역할 정체성을 수용하기 위하여 자녀들을 위한 미술 활동을 계획하고 실행하였다. 미술 활동은 아이들의 성평등 사고 증진에 도움이 될 수 있는 미술 작품 감상과 만들기 활동으로 고안하였다. 모든 활동은 비디오 녹화되고, 활동 후 문서화되었다. 자료 분석 결과, 미술 활동(감상과 만들기)은 부모와 아이가 성 역할과 성 고정관념에 대하여 재미있고 흥미로운 방식으로 논의하도록 매개 역할을 하였다. 본 연구는 성 역할 고정 관념에 대한 재고를 돕는 미술 수업의 구체적인 예시와 연구자의 엄마/교육자/연구자로서의 교차 역할 정체성을 수용하는 시도를 제공한다는 점에서 의의가 있다.The outbreak of the COVID-19 pandemic has changed the lives of families worldwide. Studies show these pandemic-related disruptions had negative effects on mothers due to additional household care and childcare. The pandemic has also caused changes in my life as an early-career researcher and a mother of two young children living in South Korea. To embrace my intersectional role identities during the self-quarantine, I designed art activities that might support promoting gender equity in young children and facilitated them with my children. The findings suggest that the engagements with the art (both viewing and making) provided opportunities for the family to discuss gender roles and gender stereotypes in a fun and engaging way. This article presents specific examples of art lessons that bring awareness of gender stereotypes, as well as children’s responses to the lessons, which might offer insights and educational implications to interested art educators and caregivers.

Hopeful art education

This editorial articulates the hope art educators might find in the radical belief of futural possibilities. Co-authors embrace the editorial process and our journey through it as an editorial team for this journal as the nurturing and coalescing of potential. The journal and its contents manifest the hope that even dire situations could be otherwise.

Intra‐spective Event‐encounters in Museums: A Pedagogic Practice Among Community Art Educators in Training

AbstractThis article reflects understandings of artful encounters in relation to ecologies of practice and walking with public art. Introduced as a pedagogic inquiry among art education students training to become teachers in community settings, meaningful event‐encounters transpired while walking with the museum. Navigating spaces of becoming‐with between body‐object‐environment encouraged relational positions: self as a/r/tographer, self in relation to artworks, self in relation to a museum space and self in relation to co‐participants. Visual, spoken and written responses to artworks were anchored in guiding themes and in an awareness of the artist's creative process. The resultant perceptions are defined in this case as introspective, extrospective and what may be described as intra‐spective (reflecting the experience of collaborative exploration). Participant data revealed that the exchange of interpretation becomes a meaningful provocation to one's own assumptions about an artwork. Moreover, intra‐spective practice fostered a genuine curiosity about others through the sharing of perspectives in ways that suggest such inquiry offers a pedagogic opening by enhancing focus, stimulating curiosity, and mindfully engaging reflective, affective and reflexive dispositions.

Aesthetic inquiry for bicultural arts education in Aotearoa New Zealand

This paper uses an arts-based learning encounter at a marae-based wānanga as a starting point for exploring the potential of aesthetic inquiry to support dynamic and always evolving relationality between people and place. The work of two researchers, Māori writer and scholar Cassandra Barnett and Irish inter-cultural researcher Sharon Todd, is discussed as examples of critical aesthetic inquiries that open new possibilities for relationality between people and place through encounters with artworks. Maxine Greene’s definition of aesthetic inquiry, as distinct from an “arts as connoisseurship” approach, is utilised to encourage a greater awareness among arts educators of the limitations and potential risks of liberal multicultural approaches in arts education. With increasing pressures to fast track the decolonising and indigenising of curriculum in New Zealand education, I discuss the importance of mitigating the risks of uncritically transferring indigenous Māori concepts and material into mainstream classrooms. New insights are offered into how aesthetic inquiry in arts based pedagogy and curriculum can support learners to sit with the complexities that come with a settler-indigenous history.

Postdigital Possibilities and Impossibilities Behind the Screen: Visual Arts Educators in Conversation about Online Learning and Real-world Experiences

Abstract Through an ethnomethodological and dialogical encounter with Australian classrooms in the lived experience of two visual art (va) educators, the authors seek to learn how working between online and studio learning approaches shaped teacher perceptions of student learning during the outbreak of covid-19 in 2020 and 2021. The research has two phases. Phase 1 sees the two va educators create learning narratives. These narratives, reported in summary in the article, through both material and digital form became the baseline data. In Phase 2 these themes were reworked as conversational questions. These questions then became the stimulus for a critical reflective online video conversation between the two va educators. The resulting discussion around the borderlines looks beyond specific apps, platforms, or products that the teachers used, their successes and failures and examines the digital, non-digital, material, social relations and pedagogical realities and futures that may or may be possible in the context of the postdigital va secondary classroom. These educators have had little time to assess the shift from a strong and well researched studio-pedagogy to their virtual creative learning futures. The challenges of this shift are revealed through their personal experiences.

Perspectives of Hybrid Performing Arts Education in the Post-Pandemic Era: An Empirical Study in Hong Kong

While the COVID-19 pandemic has been raging across the continents, performing arts educators have unlearned and adjusted their pedagogies in course delivery to surmount the challenges caused by the COVID-19 pandemic. Subject to the COVID-19 pandemic situation easing in Hong Kong and around the world, the whole education sector seems to be bouncing back to normal gradually. Meanwhile, there are effective lessons and insights to be learned from the hybrid pedagogy during the pandemic, which could further benefit the new normal period (post-pandemic) of performing arts education. To examine the current practice of digital learning among students and faculty (attitudes towards hybrid, online, and face-to-face learning and preferences about learning mode for professional development/training workshops), this empirical study looks at 408 students and 17 faculty members at a leading performing arts institute in Hong Kong. This study locates the key issues for performing arts educators regarding online/hybrid teaching and learning. It presents lessons and insights for quality insurance and improvement. Findings can inform the future development of digital teaching and learning for the performing arts as well as for other practice-based subjects.

Sculpting the interpersonal: towards a social semiotic framework for analysing interpersonal meaning in statues

The underlying question of this article is ‘how do statues convey interpersonal meaning?’ To answer this question, the authors briefly critically examine the current social semiotic analytical framework for statues and develop a revised framework for analysing interpersonal meaning in which features from Kress and van Leeuwen’s Reading Images: The Grammar of Visual Design (2006) and selected features from O’Toole’s framework from The Language of Displayed Art (2011) for analysing sculpture are integrated. These features are also extended and/or complemented by incorporating features obtained from research into the fields of gesture, body language and facial expression. Further, in keeping with Systemic Functional Linguistic-inspired research, system networks are used to map out the potential material and semantic (interpersonal) features for figurative statues and to present possible configurations among these features. Although the focus of this article is on interpersonal meaning, it is acknowledged that within a social semiotic approach, there is an interdependency among interpersonal, experiential (representational) and textual (compositional) meanings, and that these configure within a specific context of situation. This interdependency is only briefly attended to in the article itself, but the proposed framework provides a starting point for developing an account of the way that interpersonal features and their realizations in statues may configure with representational and compositional features and their realizations. With the current world focus on statues and their sometimes controversial social meanings, this article offers a timely opportunity for a range of users such as social semioticians or art educators and students to consider, through a systematic analytical framework, the way in which statues may relate interpersonally with viewers, and provides a key step towards accounting for the way that configurations of interpersonal, representational and compositional features may construe contextual tensions in relation to the overall message conveyed by a statue.

Women Art Educators of the Design Workshop and the Advancement of Progressive Art Education

Ralph Pearson’s Design Workshop was a center of progressive art education in New York. However, based on the correspondence courses that he developed, he was able to reach artists and art educators across the United States. Women artists and art educators dominated his courses and went on to play an important role in spreading progressive art education ideas within their local communities. Recognition of the contributions of these Design Workshop women, as well as other women studying modern art education in similar venues, is essential in moving away from constructions of art education history that have been overly determined by a disproportionate focus on modern art education in large urban areas, and doing so will lead to a more comprehensive history that is inclusive of local communities as important spaces of experimentation.

Directing actors with learning disabilities: A meta-analysis of past and current practices

ABSTRACT This article documents techniques, strategies, accommodations, and modifications directors and arts educators have historically used and are currently using when directing actors of all ages with learning disabilities. The goal of this research is to develop a contextual base of existing knowledge and practices. The author pulls from published literature, a survey of the field, interviews, and personal experience to create this documentation. Most commonly, directors have been and are using devising, extended rehearsal time, and adaptive strategies with text to support their learning disabled actors.

Pedagogies of Care and Justice: African American High School Art Teachers During the Civil Rights Era in the Segregated South

This study examines the art pedagogies at Southern African American high schools during the civil rights era (1955–1969). I examine three segregated high schools located in South Carolina as a lens to highlight art pedagogies that were practiced; I expose counterstories by three former students, a student teacher, and the wife of an art teacher; I support my findings by reviewing archival data; and I illustrate how several caring African American Art Educators contributed to the agency of African American Students to achieve racial equality and justice. By locating these counterstories alongside an African American care-and-justice framework developed by Siddle Walker and Snarey, I discuss how exemplary art teachers’ pedagogical practices actualize and expand care and racial equality.

Multilingual learners, the arts, and family engagement in our public schools

ABSTRACT Multilingual learners, some of whom are also new immigrants to the United States, are a growing demographic in our K-12 public schools. Unfortunately, multilingual learners find limited academic opportunities in our public schools. This research explores the opportunity gap for our culturally and linguistically diverse students, the positionality of art educators and their capacity to create interdisciplinary connections with their colleagues, and the power of those collaborations. This study focuses on this work in three different Connecticut districts at the elementary and secondary levels. Student artwork, reflections, community exhibits, and the connections of parents and families with the greater community attest to the power of this promising practice in promoting linguistic democracy in our public schools.

Israeli art education imagined cartographies

Our paper addresses the stated need for art educators to develop inquiries into the history of non-Western, non-Anglophone art education systems. In response, we look at data taken from the history of Israeli art education and the development of Israeli art curricula in order to offer a historical sketch of the development of school art curricula in Israel. We frame our sketch using the perspectives of multiculturalism and critical theory. In the course of our discussion we reference scholarship from North America and Europe. However, our focus is primarily on shifts in Israeli policy in the direction of acknowledging greater diversity and multiculturalism. We trace these themes, starting with pre-state Israel and concluding with contemporary Israeli concerns with equity and social justice. We note parallel concerns with the same social issues in scholarship from North America and Europe. The main purpose of this comparison is to bring attention to the “blind spots” and “black holes” in Israeli visual arts syllabi where both Arab and Jewish Eastern culture and esthetics have been overlooked. We note parallels between these omissions in the Israeli visual arts curricula and attempts to correct similar lacunae in North American visual arts education.

Exploring empathy performativity in students’ video artworks

This article examines events of empathy as they occur during artmaking using the lens of agential realism. We do this to trouble more traditional psychological constructs of empathy and, instead, rethink it as performative and relational. Drawing on new materialisms and Karen Barad’s ‘agential realism’, we do not treat artmaking, young people and empathy in any hierarchy but want to understand how these come together as ‘things-in-phenomena’. Written recountings of a video artwork are used in mapping the entanglements of cats and dogs with three Finnish high-school girls as they answer the question ‘what is empathy?’. The study shows how objects/materials/matter(s) are agentic in co-constituting conditions invocative of empathy phenomena during artmaking. We conclude by suggesting that an agential realist account of art and empathy calls for art educators to pay close attention to objects/materials/matter(s) in their heterogenous connections.

Introduction toVisual Arts ResearchSpecial Issue, Body Cam: The Visual Regimes of Policing

Introduction to<i>Visual Arts Research</i>Special Issue, Body Cam: The Visual Regimes of Policing

Isolation, connection, and embracement: Exploring students’ perspectives on virtual art education during the pandemic

Utilizing storytelling, two art educators explore how their undergraduate students experienced the transition to online education after the outbreak of COVID-19. Three themes are examined based on the students’ reflections: (1) new characteristics of and experiences within virtual learning, (2) isolation and connection, and (3) embracement and adjustment. The participating students shared their course experiences, with regard to the changes in course design and structure made due to the abrupt transition to online instruction. The participating students felt some loneliness due to isolation and social distancing. They experienced multilayered connections purposefully made through learning communities, small groups, student pairs, and student-instructor communication using discussion boards, emails, group chat, personal webpages, and Canvas messages and feedback. We suggest that exchanging narratives about students’ learning and art making experiences helps educators build their own teaching communities and serves as a strategy to overcome challenges and develop resilience in uncertain times full of changes and transitions.

Statewide Arts Integration Programming: A closer look at successes and challenges for elementary students, classroom teachers, and arts educators.

When schools face issues of funding, arts programs are usually among the first to suffer, facing everything from cuts to full-blown elimination. However, the arts have been shown to be crucial for student development, not only for the joy of self-expression through the arts themselves, but also because of the social, emotional, and academic connections children can make through them. Recognizing this importance, several school districts across the nation have adopted a paradigm-changing method of instruction in which the arts are actually integrated into the curriculum as a means of teaching other core subjects. One organization making this possible is the Beverley Taylor Sorensen Arts Learning Program (BTSALP), an arts-integration statewide program now implemented in 400+ schools throughout the Intermountain West.This qualitative study seeks to evaluate the effectiveness of this particular program in a handful of schools through interviews conducted with arts educators, general-curriculum teachers, students, and parents. Schools were chosen for the study to reflect the different art forms in which the educators specialized and to include areas with differing student demographics. Results indicate that, despite some challenges, participants found this method of arts integration to be a highly effective way to teach core curricula while preserving the aspects of art that students find engaging.&nbsp

Reading Children's Drawings Through Analysis of Three Metafunctions

For researchers, early childhood educators, and art educators, the contribution of this article is to expand meaning in drawing activities. Perspective in reading pictures using visual culture theory, especially visual grammar. This study aims to share knowledge and experiences in reading early childhood pictures from different perspectives. This research method uses a qualitative descriptive approach through visual material data collection techniques and analysis of three metafunctions. The objects of research are three pictures of children aged 7-8 years, namely the works of winners of the I-III children's painting competition held by PP-IPTEK TMII in 2018. Aspects of the representation structure, interaction system, and composition of each image are analyzed. The research findings conclude that the ideational function of the three images shows a narrative structure of representation and raises the discourse of resistance to the actual situation. The interpersonal function of the three images places the image maker in the real world and as an object of display impersonally. The textual functions of the three images position social life on other planets as a reflection of hope for real social life.Keywords: children's drawings, visual culture, visual system, three metafunctions&#x0D;

Women in the Advancement of Avant-garde Culture: Galka E. Scheyer and the Promotion of Modern Architecture in California

The relocation of Galka Scheyer, the renowned art dealer and American representative of the Blue Four, to California in 1925 had a significant, yet unrecognized, impact on the development of the region’s early modern architecture. After multiple efforts to land commissions for Rudolph Schindler, her residence, designed by Richard Neutra and Gregory Ain, became a meeting place for artists and members of Hollywood’s collecting community. Around 1935, Scheyer’s unconventional house and gallery was both her trademark and a reflection of her own character as an art educator and facilitator. This paper explores the role Scheyer and some personalities of her closest art circles, particularly women, played in promoting modernist architecture. Influenced by Scheyer’s enthusiasm for the emancipatory nature of avant-garde culture, figures like Marjorie Eaton became intertwined in numerous episodes of architectural matronage. Although their stories are of paramount importance for achieving a more inclusive understanding of California modernism, these women’s contributions are frequently neglected in the canonical histories of modern architecture, in which Scheyer appears as an inopportune presence. Along with a critique of such inaccurate historiographical accounts, this essay focuses on Scheyer’s agency in linking artistic concepts and contexts as part of her project to advance Californian architecture.

Experimenting with the Art of Observation

ABSTRACT This case study of an art education program for medical students examines the efficacy of different types of content and modes of delivery. Through the delivery of art analysis, art history, sculpting, and life drawing seminars, art educators were able to teach empathy, observation, and flexible thinking to first-year medical students. This interdisciplinary approach to museum education can be used across many contexts to complement existing curricula.

Analysis of the Intervention Effect of Positive Behavior Support (PBS) Art Education on the Psychological Characteristics of Autistic Adolescents

Art education is an essential part of basic education. For teenagers with autism, the art curriculum can play an important role in aesthetic ability and stress relief. Finding a relatively reasonable curriculum evaluation method is the common expectation of art educators in the field of autism. This study tries to find out the current differences between "teaching" and "healing" in academic circles. Based on the positive behavior support (PBS) theory, it makes an empirical investigation on Chinese educators who are offering art courses for autism, and establishes an evaluation method for art courses for autism based on PBS theory. The results show that under the positive behavior support (PBS) mode, whether it is task-oriented and relief-oriented, or functional teaching mode/atmosphere teaching mode, it has a significant effect on the pathological psychological characteristics of autistic teenagers. The results are helpful for educators to analyze the strategy of "teaching students in accordance with their aptitude", so that specific psychological characteristics can better match the appropriate intervention measures. The research also makes exploratory analysis of other related variables, and puts forward reference suggestions and prospects for the future development of art education of autism in China.